Implementation Of Self-assessment Research Articles

The Implementation of Self-Assessment in Character Pillar Activities of Elementary School Students

The Implementation of Self-Assessment in Character Pillar Activities of Elementary School Students

Teachers’ insights on self-assessment of multilingual students according to the CEFR

Assessment issues are particularly sensitive, complex and demanding when they involve a second language (L2) and multilingual students who attend national schools (Ross 2006). The modern student-centered pedagogical orientation combined with the ever-increasing needs for more authentic, equitable, individualized and differentiated assessment has led to the implementation of alternative practices, including self-assessment (Andrews 2016; Butler and Lee 2010). During self-assessment students are encouraged to express their opinion on their own work and to judge the extent to which it meets predetermined goals and criteria (Panadero et al. 2016: 2). This paper presents teacher beliefs on the implementation of self-assessment in the teaching Greek as L2 in Experimental Intercultural public schools. The participants were 124 teachers who answered an e-questionnaire, while 12 of them were also interviewed. The results revealed that most teachers develop a positive attitude towards self-assessment recognizing its multiple benefits. As was also reported in previous research (e.g., Oscarson 1989; Gardner 2000), self-assessment supports the contemporary student-centered pedagogical orientation and autonomous learning while it also enhances student performance, motivation, and metacognitive skills. However, teachers continue to question their own and the student’s readiness to adopt it, a finding also attested in the literature (Figueras et al. 2009).

Literature Study: Application of Self Assessment in Improving Character Quality, 21st Century Abilities, and Physics Learning Results

This study aims to examine the literature related to the application of self-assessment in improving character quality, 21st century abilities, and physics learning outcomes. The method used is library research or literature study by collecting international and national articles over a 10 year range (2013-2022). This research begins by analyzing appropriate assessment in 21st century education and its real application in the education sector. The research results show that the implementation of self-assessment is not yet comprehensive in every school and level of education. High school in grade X is a school that often implements self-assessment in learning physics. However, self-assessment does not only play a role in improving physics learning outcomes, but also improving the quality of student character, Higher Order Thinking Skills (HOTS), scientific attitudes, knowledge and (intellectual) skills, student attitudes, critical thinking skills in scientific literacy, TPACK for prospective physics teachers, students' scientific literacy, students, honest attitude, responsible attitude, and student cooperation.

Teacher’s Perception of Self-Assessment in English Writing Competency for Junior High School Students

Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.

Dampak Asesmen Diri Terhadap Karakter dan Literasi Ilmiah Siswa Kelas IV Sekolah Dasar

The implementation of the 2013 curriculum in Indonesia has not been carried out optimally. This study aims to analyze the differences in the implementation of self-assessment on character education and students' scientific literacy. The population of this study amounted to 192 students and the sample amounted to 21 students. Sample selection was done by simple random sampling technique. This research is quasi-experimental research (quasi-experimental) with Single Factor Independent Group Design. The data collection technique used a questionnaire for character and a test for scientific literacy. Data were analyzed using Manova. The results showed that the first hypothesis test value of F = 5.313 with a significance of 0.000 <0.05, which means that there are differences in the character of students who take part in learning with the implementation of self-assessment with students who take part in learning with the implementation of conventional assessments. The results of the second hypothesis test show that F = 5.233 with 0.000 <0.05, which means that there are differences in the scientific literacy of students who take lessons with the implementation of self-assessment and students who take lessons with the implementation of conventional assessments. The third hypothesis test shows that F = 1.660 with 0.000 <0.05 which means that there are differences in the character and scientific literacy of students simultaneously between students who take lessons with the implementation of self-assessment and students who take lessons with the implementation of conventional assessments.

Efektivitas Self Assessment dan Peer Assessment Dalam Pembentukan Karakter Siswa

Measurement of student attitudes can be done through self-assessment and peer assessment which is a component of assessment in Curriculum 2013. Therefore the researcher wants to show how much effectiveness of self-assessment and peer assessment to form the character of student. With the formulation of the problem as follows: How the implementation of self-assessment and peer assessment to be effective in shaping the character of students? The results of this study show that; Self-assessment and peer assessment that is part of the assessment of the 2013 curriculum is the most effective assessment technique in shaping the character of the students. The character can have a positive impact, and if a positive personality has been established (self-actualization) then intellectual development (knowledge and skills) will also increase. This can be applicable in all areas of learning and will contribute to understanding the concepts within it.

On-Task and Off-Task Self-Assessment: Which Works Better on Young Learners’ Writing Performance?

The implementation of self-assessment might contribute to the young learners’ English proficiency and affective domain. Yet, there is still limited findings found for the effect on young learners’ writing performance. This experimental study investigated the effect of on-task and off-task self-assessment on young learners of English as a foreign language in Bali, Indonesia. 46 sixth graders participated in this study were required to do self-assessment in completing their writing prompt. A self-assessment checklist was used as the instrument. The on-task self-assessment group applies the self-assessment checklist at every stage of their writing process, namely pre-writing, drafting, revising, editing, and publishing. On the other hand, the off-task self-assessment group uses the self-assessment checklist before they start the writing process. Using independent samples t-test for hypothesis testing, it was found that there is no significant difference in both groups’ writing performance since the real probability that is due to sampling error is 0.194 which is bigger than the significance level of 0.05. Therefore, self-assessment could be implemented in on-task and off-task since it brings similar effect to the young learners’ writing performance.

Implementation of Self-Assessment on The Formative Test in Chemistry Using Feedback Clue

This study aims to describe the compliance every stage of self-assessment implementation of upper secondary school students on the topic of salt hydrolysis formative test by using feedback instructions (clue), the ability of students to conduct self-assessment on the salt hydrolysis formative test by using feedback instructions, as well as the ability of self-assessment on the formative salt hydrolysis test to be used as feedback of upper secondary school students. This research was conducted by using a descriptive method that involved 27 eleventh graders who took the Science program. The research was conducted in six stages with different compliance in every stage. The compliance category of the students’ motivation and self-assessment training stage was good, the implementation stage of a formative test using feedback instructions (clue) was good, the implementation stage of self-assessment was very good, the stage of communicating the results for feedback (ideal criteria implemented) was very good, and the stage of utilizing the results was very good. In the implementation of self-assessment, most students could carry out self-assessment well. Besides, it has also known that students were satisfied with the feedback given by using the self-assessment rubric and they got benefits in the form of feedback clue from the self-assessment rubric. This result showed that self-assessment helped educators in providing feedback to the student.

Implementation of Self Assessment to Increase The Science Process Skills and The High-Level Cognitive Abilities on Plants Growth and Development through Research-Based Learning

This study aims to improve the KPS and students’ high cognitive abilities after the implementation of self assessment through research-based learning. The research method used is mixed methods with Sequential Exploratory design. The population of this research is the students of class XI one of the vocational competence of nursing skills in Cirebon Regency. The research sample consisted of two classes determined by purposive random sampling technique, namely control class amounted to 27 people and 27 experimental class. The results showed that the average of self-assessment of the experimental class students is 81% with the superior category. The result of observation of experimental class KPS based on teacher observation is 88% with superior category and observation result of control class KPS is 77% with competent category. Thus, KPS increases after the implementation of self assessment. The data of research result of high level cognitive ability obtained by giving cognitive test at cognitive level of C3 until C6 growth and plant growth material in the form of pre test and post test. The collected data were analyzed by using descriptive statistics and comparative inferential statistics 2 paired sample groups. The result of descriptive analysis shows that the average value of pre test result of experiment class is 45,74 and post test result is 82,96, N-gain 0,70 with high category. The mean value of pre test result of control class 54,72 and post test result is 67,22, N-gain 0,30 with low category. KKM Biology lesson in class XI is 70, this shows the average post test experimental grade above KKM and control class is still below KKM. The result of t test dependent on pre test score and post test of high cognitive ability obtained by significance value 0,00 (sig <0,05) hence Ho refused and Ha accepted. This proves that Self Assessment can improve students’ high cognitive abilities. Thus it can be concluded that the implementation of Self Assessment can improve the KPS and students’ high cognitive abilities on the material growth and development of plants through research-based learning.

Implementasi Self Assessment Untuk Meningkatkan Keterampilan Proses Sains Dan Kemampuan Kognitif Tingkat Tinggi Melalui Pembelajaran Berbasis Riset

This study aims to improve the KPS and students' high cognitive abilities after the implementation of self assessment through research-based learning. The research method used is mixed methods with Sequential Exploratory design. The population of this research is the students of class XI one of the vocational competence of nursing skills in Cirebon Regency. The research sample consisted of two classes determined by purposive random sampling technique, namely control class amounted to 27 people and 27 experimental class. The results showed that the average of self-assessment of the experimental class students is 81% with the superior category. The result of observation of experimental class KPS based on teacher observation is 88% with superior category and observation result of control class KPS is 77% with competent category. Thus, KPS increases after the implementation of self assessment. The data of research result of high level cognitive ability obtained by giving cognitive test at cognitive level of C3 until C6 growth and plant growth material in the form of pre test and post test. The collected data were analyzed by using descriptive statistics and comparative inferential statistics 2 paired sample groups. The result of descriptive analysis shows that the average value of pre test result of experiment class is 45,74 and post test result is 82,96, N-gain 0,70 with high category. The mean value of pre test result of control class 54,72 and post test result is 67,22, N-gain 0,30 with low category. KKM Biology lesson in class XI is 70, this shows the average post test experimental grade above KKM and control class is still below KKM. The result of t test dependent on pre test score and post test of high cognitive ability obtained by significance value 0,00 (sig &lt;0,05) hence Ho refused and Ha accepted. This proves that Self Assessment can improve students' high cognitive abilities. Thus it can be concluded that the implementation of Self Assessment can improve the KPS and students' high cognitive abilities on the material growth and development of plants through research-based learningKeywords: Self assessment; Science process skills; High cognitive abilities; Research-based learning

Self assessment in primary schools: A response to student teacher questions

Self assessment is seen as an important part of pupil assessment in schools. This paper describes how student teachers raised questions about the value, purposes and implementation of self assessment, and were helped to answer them by in-school studies and reference to literature. Five pupil activities are identified: reviewing samples of pupils' work; keeping records; documenting interests, choices and preferences; conferencing and involving pupils, teachers, and parents; and sharing personal responses.

Is The Implementation Of Self-Assessment Effective In Improving The Iranian EFL Students' Writing?

Writing skill is an important skill which is a requirement for the future success of a learner, and providing feedback by teachers on the students' writing a challenging issue. Self-assessment is almost a new trend in writing instruction. This study tries to investigate the effectiveness of the implementation of self-assessment in a writing classroom. To this end, 46 Iranian university students in Islamic Azad university, Kerman, Iran served as the participants of this study. The students were studying in English field of study. They were in a range of 20 to 24 who had taken the writing course voluntarily. In terms of the result of the proficiency test, the students were assigned randomly into two groups (an experimental and a control group). The students in the experimental group used self-assessment method and the students in the control group used the teacher assessment (traditional method) in the classroom. The findings of the current study revealed that the implementation of the self-assessment was helpful in the writing classroom and improved the overall abilities of the Iranian students.

Modelo de Calidad para la Gestión de las TIC en el Proceso de Enseñanza para Instituciones Educativas Peruanas del Nivel Secundario

Debido a la importancia de elevar el rendimiento académico de los alumnos de la educación básica regular del nivel secundario, el trabajo que se presenta en este artículo se desarrolla en el marco de Los Sistemas de Calidad para la Gestión de las TIC. Se desarrolla un Modelo de Calidad para la Gestión de las TIC., para instituciones educativas peruanas del nivel secundario. El modelo está basado en el Modelo del Ciclo de Mejora Continua de W. Deming (Planificar, Hacer, Verificar y Actuar - PDCA) y la Norma de Autoevaluación ISO 9004.2009. Asimismo considera de forma integral los procesos y estrategias de enseñanza en las Instituciones Educativas y el modelo educativo del país. A la vez, se presenta una guía de implementación, el que permite seguir apropiadamente los procedimientos para realizar el diagnóstico de la situación actual de la institución educativa, y las actividades de mejora o mantenimiento que propone el modelo.

The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study

Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.

The performance of Taiwan's training quality excellence system

The Taiwanese government has, based on the concept of the UK's Investors in People, and the ISO10015, drawn up the so-called Taiwan Training Quality System (TTQS), a training process including planning, designing, doing, and reviewing an outcome. This process is designed to ensure the reliability and validity of the system for the business training process. Also provided are methods for the implementation of self-assessment and improvement of the quality of the training system for enterprises and organisations. The aim of this study is to examine the criterion weights for The TTQS Excellence Model. With reference to the European Foundation for Quality Management (EFQM), our study divides the TTQS into two important parts: Enablers and Results. We utilise observations from 2053 enterprises which participated in the TTQS assessment in 2011. The TTQS score for each construct is turned into an EFQM Excellence Model to determine the weighted distribution for each construct. Our study compares the performance of businesses that have been awarded prizes from the government (as a benchmark) with that of non-benchmark enterprises. The results show that Taiwanese enterprises are not at all in alignment with the TTQS benchmarking business weights.

Challenges in Understanding Compliance Behaviour of Taxpayers in Malaysia

Since the implementation of self assessment in Malaysia almost a decade ago, taxpayers’ compliance behaviour has attracted considerable attention. Tax compliance research in Malaysia has predominantly been in the context of income tax and personal taxpayers, and has been conducted using survey methods and experimental approaches. Access to taxpayers’ data is rarely made available to academic researchers by the Inland Revenue Board of Malaysia (IRB), thus studies have tended to rely on self-reported behaviour and convenience sampling which have limited the extent to which findings can be generalised. Further, most studies have considered only a limited range of variables that may or may not influence compliance behaviour which is widely recognised as being a complex phenomenon. Based on studies to date, it appears that Malaysian taxpayers have high ethics and that individuals’ tax knowledge is a key influence on their compliance behaviour. Scope exists for further research using a range of methodologies, studies that are more comprehensive and longitudinal, and using a wider range of taxes, taxpayers, and compliance obligations.

An Exploratory Study of Student Self-Assessment in an Online Learning Context

This paper reports the investigation of the application of self-assessment in an online learning setting based on action research. The research participants were students who completed their self-assessment when taking the course on Classroom Management taught by the teacher researcher. Although the analytic results show the lack of critical reflection in student self-assessment, the teacher researcher learned the following lessons: a) self-assessment helps the students to articulate their learning results in specific; (b) self-assessment can be a means to cultivate students’ abilities in information-integration; (c) using multiple evaluative tools for assessing self-assessment is recommended to better describe the levels of student reflection; and (d) effective and efficient implementation of self-assessment requires a redesigning of the learning management system. Finally, further research can focus on the possibility of promoting the level of student reflection by encouraging students to use evaluative tools to assess their self-assessment.

Upgrading of the Management Review on the Basis of the EFQM Excellence Model

Upgrading of the Management Review on the Basis of the EFQM Excellence Model Suppliers in the automotive industry can use for strategical planning a number of different approaches and tools, which can upgrade the quality management systems (ISO 9001, ISO/TS 14696) to achieve the breakthrough power to meet needs in order to achieve a significant role in the automotive supplying chain. One of the very popular and positively accepted tools to achieve continually improving is implementing of the principles of excellence, according to the EFQM model. On the basis of case studies is in the article analysed and represented a useful value of the implementation of the quality management system audits and management review according to ISO/TS and their positive impact on the development of key indicators of the company TPV d.d. from Novo mesto, which is mounted as a development supplier in the automotive industry. With the implementation of self assessment according to the model of excellence EFQM we demonstrate the added value of the take up of the principles of excellence, according to the present system auditing according to ISO standards and the implementation of management review according to ISO/TS requirements. We upgraded in the existing management system performing of management review as manager's tool, which came directly from the requirements of standard ISO/TS, on to the level of the fundamental principles of excellence by EFQM model and mark it as one of the more effective managers tools with which you can still effectively introduces the leadership of the continuous improvements and strategically manages the company.

On the implementation of self-assessment in an introductory programming course

Much of the work in making the introductory programming course more attractive to students has centered around the course content. However, many student frustrations and anxieties stem from the assessment of the course: students do not have a clear idea of what they need to do to achieve a certain grade, and whether their work meets the expectations. We present the results of a pilot study that aims to reduce student frustrations and anxieties through the use of student self-assessment with clearly-defined criteria. Our study shows that given the proper instruction and guidance, students are able to accurately assess and predict their own grades. The result is an improved and more satisfactory learning experience.

Self-assessment application and learning in organizations: A special reference to the ontological dimension

Quality management self-assessment is a powerful tool for management continuous improvement, and it may foster the process of learning in the organization. In this paper, we identify some links between self-assessment and learning. From the analysis of the learning processes at the three ontological levels--individual, group and organizational--and taking the contributions of Crossan et al. (1999) and Kim (1993) as a reference point, we propose a model of organizational learning. This model explicitly recognizes the importance of group level as a link between individual and organizational levels, and it can be employed in order to analyse the effect of self-assessment application at the different ontological levels of learning. By application of this model, we have obtained some outstanding results through the study of three cases of self-assessment implementation. On the one hand, TQM maturity has an important effect on the type of learning. In this way, the more mature in TQM the company is, the higher the single-loop or incremental component of the learning resulting from self-assessment application. Likewise, in the first stage of TQM implementation, the learning resulting from self-assessment application tends to have a higher double-loop component. On the other hand, the level of decentralization in the application of self-assessment has a primary effect on the ontological dimension of learning. In this way, we have found that a high level of centralization may only produce individual or group level learning. However, a decentralized application of self-assessment may facilitate organizational learning, although it is not always so. Thus, decentralization is a necessary, but not sufficient, condition so that organizational learning can take place.